Piloting 'Clever Kids': A Randomized-Controlled Trial Assessing Feasibility, Efficacy, and Acceptability of a Socioemotional Well-Being Programme for Children with Dyslexia

Autor/inn/en	Boyes, Mark E.; Leitão, Suze; Claessen, Mary; Dzidic, Peta; Badcock, Nicholas A.; Nayton, Mandy
Titel	Piloting 'Clever Kids': A Randomized-Controlled Trial Assessing Feasibility, Efficacy, and Acceptability of a Socioemotional Well-Being Programme for Children with Dyslexia
Quelle	In: British Journal of Educational Psychology, 91 (2021) 3, S.950-971 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boyes, Mark E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12401
Schlagwörter	Program Effectiveness; Social Development; Emotional Development; Well Being; Children; Elementary School Students; Students with Disabilities; At Risk Students; Dyslexia; Emotional Problems; Behavior Problems; Symptoms (Individual Disorders); Coping; Self Esteem; Resilience (Psychology) + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Well-being; Wellness; Wohlbefinden; Child; Kind; Kinder; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Psychiatrische Symptomatik; Bewältigung; Self-esteem; Selbstaufmerksamkeit
Abstract	Children with dyslexia are at elevated risk of internalizing (emotional) and externalizing (behavioural) problems. Clever Kids is a nine-week socioemotional well-being programme developed specifically for upper primary school children with dyslexia. In a small randomized-controlled trial, we tested the feasibility, efficacy, and acceptability of the Clever Kids programme. 'Forty children (M[subscript age] = 10.45 years, 65% male) with clinically diagnosed dyslexia too part in the study. Children were randomized to either attend Clever Kids (n = 20) or to a wait-list control condition (n = 20). Coping skills, self-esteem, resilience, emotion regulation, and internalizing and externalizing symptoms were measured at pre-programme, post-programme, and at three-month follow-up. Recruitment and retention rates indicate high feasibility for further evaluation of the programme. There was a significant interaction between intervention condition and time for non-productive coping [F(2, 76) = 4.29, p = 0.017, f[superscript 2] = 0.11]. Children who attended Clever Kids significantly reduced their use of non-productive coping strategies, and this was maintained at three-month follow-up assessment. For all other outcomes, the interactions between intervention condition and time were non-significant. The programme appears acceptable to children with dyslexia and their families, but may be improved by further reducing the number of activities involving reading and writing. Clever Kids improved the coping skills of children with dyslexia; however, a larger trial is needed to replicate this finding and investigate whether programme attendance is associated with additional improvements in children's socioemotional well-being. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01